This document reports on data, covering 1976 through 1994, on the number of minorities interested in teaching and the soundness of the "pipeline," the paths leading minorities into higher education, teacher education, and successful placement in a classroom. The data were analyzed according to 10 indicators, arranged in 3 groups. The first group surveyed progress up to the baccalaureate level, focusing on the number of minority students enrolled in community colleges, and those applying to, accepted by, and graduating from public four-year institutions. The second group of indicators followed minority students through the pipeline to the achievement of certification as teachers, including the number applying to teacher education programs, the number accepted and enrolled in those programs, the number completing the programs, and the number receiving certification as a result of their professional training. The third group of indicators measured the changing racial and ethnic composition of education professionals, showing newly employed minority teachers and minority teachers already in the classroom. Data are presented in nine tables. The "Minority Teacher Act of 1991 Senate Bill 122" is appended. (ND)